Student will understand that Not all elements in a data set are equally likely.
Student will know the terms probability, expected value, compounding, combinations, odds, event, set, relative frequency
Student will be able to relate concepts of probability to the real world.
Maine Learning Results Alignment
Maine Learning Result: Mathematics - B. Data
Probability
Grade 9 - Diploma
5. Students understand the relationship of probability to relative frequency and know how to find the probability of compound events.
b. Find expected value of events
Rationale: This lesson meets the Maine Learning Results by allowing students to explore where the concepts of probability can be applied and used in the real world and work force.
Assessment
Formative (Assessment for Learning)
Students will do some guided practice problems regarding expected value and probability. This will be a way for the students to see where they are with the material at hand, to see what they need to work on in preparation for their final test covering all material from this unit. Students will be able to try these problems on their own, and ask any questions they may have, before, during or after they are done with the problems.
Summative (Assessment of Learning)
Studentswill be writing blog entries regarding careers involving probability. The students will be doing research in class and finding different careers that use probability, these careers students find will be what the content of their blog entries will be about. The blog entries should include a summary of the carreers and at least 2 hyperlinks and one video should be imbedded in the text of their blog.
Integration
Technology: Students will be using computers to do research on careers involving probability. The hook of the lesson will also use technology because it is a website about careers involving probability. Students will also be making blog entries to summarize their research from this lesson.
English: Students will be reading and writing about careers involving probability.
Social Science: Students will be analyzing careers in the economy, to find ones that use probability.
Science: Students will have the opportunity to research careers in science that involve probability.
Groupings
Students will be paired up to work together and collaborate on their research done in class. This will be a good time in the unit to allow students to pick their own partners. However, if this does not work well for the class, the teacher is more than allowed to have the students line up by birthday, and then every two students will form a pair and be partners.
Differentiated Instruction
Strategies Mathematical/Logical: Students will have to calculate probabilities and expected value. Interpersonal: Students will be working with partners to do research. Linguistic: Students will be reading and writing about careers. Bodily-Kinesthetic: Students will be using computers and moving around the room to complete lesson. Naturalist: Students will be able to research nature/science careers. Visual: Students will be researching and finding media supplementing their research. Musical: Music will be played during class work time and audio can be included in blog hyperlinks.
Modifications/Accommodations
I will review students' IEPs, 504s ELLIDEPs and make the appropriate modifications and accommodations for students. All subject matter will be appropriate for everyone, the only foreseeable issue may arise for students with colorblindness and if that is the case those students will be able to get aid from another classmate or instructor to differentiate colors.
Absent Students: If a student is absent for class, they must have an excused absence (filed with the school) in order to get a chance to earn back their points from missing class. Students will be responsible for making up the activity they missed in class. Absent students are encouraged to see a peer, instructor or consult the class wiki to gather any information they need from this class. Students with excused absences must do the assignment on their own or work with another student who was out for this class (to gain the group aspect of class). By doing the work and putting forth an effort students with excused absences can earn back the participation points (20) which they would have received for the class. Students who do not have excused absences will not be able to earn back the participation points for this class (20) but they are still eligible to do the assignment on their own since the assignment will be their first quiz grade
Extensions
All students will be using laptops and the internet to do research on careers that use probability. This will allow all students the same opportunity to use their researching skills to find careers that use probability. Students will also be compiling all of their research into a blog entry, they will further their learning by including hyperlinks and videos that relate to the content of their blog entry. None of this could be done as easily without the use of technology.
Materials, Resources and Technology
Laptops (1:1 Ratio)
Projector
Guided Practice Worksheet
CarreeResearch Directions
Research Organizer
Job Source Web Site
Maine Standards for Initial Teacher Certification and Rationale
Standard 3 - Demonstrates a knowledge of the diverse ways in which students learn and develop by providing learning opportunities that support their intellectual, physical, emotional, social, and cultural development. Rationale:This lesson addresses the Maine Standards for Initial Teacher Certificate by letting students explore and practice the concepts of probability with out any repercussions. The students complete a guided practice worksheet, that will include all types of problems that have been covered throughout the unit. Students will also be working together in pairs to collaborate with on the research they do in class. By allowing the students to be in pairs will let them learn from each other and help them develop their skills in probability by explaining their research to one another on probability and carreers.
Standard 4 - Plans instruction based upon knowledge of subject matter, students, curriculum goals, and learning and development theory. Rationale:This lesson addresses the Maine Standards for Initial Teacher Certificate by continuing to build on and reinforcing the material already covered in the unit. This will be done by planning a guided practice worksheet for the students that will test them on all the different types of problems discussed throughout this unit. Students will be applying the vocabulary they have been learning about, as well as applying formulas to real world problems in all different topics. Students will be able to apply what they know, and analyze how the topics of probability are incorporated into certain carreers. This will show the students a greater application of what they have been learning about.
Standard 5 - Understands and uses a variety of instructional strategies and appropriate technology to meet students’ needs. Rationale:This lesson addresses the Maine Standards for Initial Teacher Certificate by letting students explore probability on their own and with a partner. Students will also be using laptops and the internet to do research on careers involving probability. This will make a direct connection for the students by researching possible jobs that use the topics incorporated into this unit. Students will be practicing their calculation skills, then use their research skills and find carreers and analyze how probability is applied to those careers.
Standard 8 - Understands and uses a variety of formal and informal assessment strategies to evaluate and support the development of the learner. Rationale:This lesson addresses the Maine Standards for Initial Teacher Certificate by using both a formative and summative assessment to evaluate the students and their progress through learning the curriculum. The formative assessment is a guided practice worksheet that will allow students practice calculating probability and expected value regarding many different problems and applications of the material. The summative assessment in this lesson is a way for students to gather research and put it in a presentable form as a blog entry. This will let the students find real life applications of probability in the work force as a career.
Teaching and Learning Sequence:
When the students enter the room they will find the desks in rows parallel to the front of the classroom. As the students come into the room they will find the following agenda written on the left side of the chalkboard. Agenda Introduction
What will we learn today?
Questions from last class.
Probability and the Workforce
Lecture
Review of Probability
Review of Expected Value
YOUR Turn
Research
Find a partner
Research
Collaborate
Conclusion
Recap of Today
Getting Caught Up
Final!
Once all of the students have gotten to their seats the teacher will then begin the class. The teacher will first ask if there were any questions from the previous lesson, mainly about the problem/graph project that was assigned. The teacher will then talk about what todays lesson is all about. The teacher should tell the students about how there are professions that use probability, and today you (the students) will explore this on your own and write a blog entry about it. Then the students will view a website for probability job’s (hook) to get an idea for what to expect. Before the research begins it is important to recap and review the material that has been covered so far in the unit.Where, What, Why, Hook. Tailor: Auditory, Verbal/Linguistic, Mathematical/Logical, Interpersonal
The first part of lecture will be basic calculations to find probabilities. This will then be extended to compounding probabilities and determining whether data sets are dependant or independent. Then the students will learn about expected value, and see once again how it is an extension from probability. To successfully teach this be sure the students are reminded about combinations and what that means when calculating probability and expected value. All of these problems and examples can be found in the teacher notes section of this lesson plan. The last part of lecture will be a guided practice worksheet that will serve as a pretest for the students. It will have one problem of each kind on it, so the students will be able to practice all of their skills regarding probability.Equip, Tailor: Verbal/Linguistic, Spatial/Visual, Mathematical/Logical, Intrapersonal
After the lecture, the students will be asked to pick a partner to work with for the rest of the class. If picking partners does not go smoothly then the teacher has the right to pair up students based on their own discretion. Once partners are had, all students will then get a laptop out and sit with their partner. Once this has happened, the students should then receive the activity directions and worksheet to be completed. The students will then follow the directions of the activity and will eventually be making blog entries compiling all the research they did during class. The blog entry will be due by the start of next class.Explore, Re-think, Revise, Tailor: Intrapersonal, Interpersonal, Verbal, Mathematical/Logical, Musical, Spatial
After the activity portion of class is over, then it is time to recap the lesson and the students will hear what to expect next time. The students should hear from the teacher a quick recap of probability being used in certain careers. Perhaps this will be a good time for students to share the different jobs they found while doing their research. After this, the students will be told that they have learned everything they need to for this unit, and they will need to continue working on their performance task (webquest) because it will be due the class after the final test. The final test will be next class, and the students will be already for it, because they did a big review session for it in this lesson. They just were not told at the start of the lesson that it was a review day, to not stress them out. All material on the test will have been covered in this lesson during lecture.Evaluate, Tailor:Intrapersonal, Mathematical/Logical, Visual/Spatial, Interpersonal
UMF LESSON PLAN FORMAT
Teacher’s Name: Nick Hart Lesson # : 6
Grade Level: 9-12 Topic: Real Life Applications
Objectives:
Maine Learning Results Alignment
Probability
Grade 9 - Diploma
5. Students understand the relationship of probability to relative frequency and know how to find the probability of compound events.
b. Find expected value of events
Rationale: This lesson meets the Maine Learning Results by allowing students to explore where the concepts of probability can be applied and used in the real world and work force.
Assessment
Students will do some guided practice problems regarding expected value and probability. This will be a way for the students to see where they are with the material at hand, to see what they need to work on in preparation for their final test covering all material from this unit. Students will be able to try these problems on their own, and ask any questions they may have, before, during or after they are done with the problems.
Studentswill be writing blog entries regarding careers involving probability. The students will be doing research in class and finding different careers that use probability, these careers students find will be what the content of their blog entries will be about. The blog entries should include a summary of the carreers and at least 2 hyperlinks and one video should be imbedded in the text of their blog.
Integration
English: Students will be reading and writing about careers involving probability.
Social Science: Students will be analyzing careers in the economy, to find ones that use probability.
Science: Students will have the opportunity to research careers in science that involve probability.
Groupings
Differentiated Instruction
Mathematical/Logical: Students will have to calculate probabilities and expected value.
Interpersonal: Students will be working with partners to do research.
Linguistic: Students will be reading and writing about careers.
Bodily-Kinesthetic: Students will be using computers and moving around the room to complete lesson.
Naturalist: Students will be able to research nature/science careers.
Visual: Students will be researching and finding media supplementing their research.
Musical: Music will be played during class work time and audio can be included in blog hyperlinks.
I will review students' IEPs, 504s ELLIDEPs and make the appropriate modifications and accommodations for students. All subject matter will be appropriate for everyone, the only foreseeable issue may arise for students with colorblindness and if that is the case those students will be able to get aid from another classmate or instructor to differentiate colors.
Absent Students:
If a student is absent for class, they must have an excused absence (filed with the school) in order to get a chance to earn back their points from missing class. Students will be responsible for making up the activity they missed in class. Absent students are encouraged to see a peer, instructor or consult the class wiki to gather any information they need from this class. Students with excused absences must do the assignment on their own or work with another student who was out for this class (to gain the group aspect of class). By doing the work and putting forth an effort students with excused absences can earn back the participation points (20) which they would have received for the class. Students who do not have excused absences will not be able to earn back the participation points for this class (20) but they are still eligible to do the assignment on their own since the assignment will be their first quiz grade
All students will be using laptops and the internet to do research on careers that use probability. This will allow all students the same opportunity to use their researching skills to find careers that use probability. Students will also be compiling all of their research into a blog entry, they will further their learning by including hyperlinks and videos that relate to the content of their blog entry. None of this could be done as easily without the use of technology.
Materials, Resources and Technology
Projector
Guided Practice Worksheet
CarreeResearch Directions
Research Organizer
Job Source Web Site
Source for Lesson Plan and Research
Career Research Directions/Worksheet by Nick Hart
Job Source Web Site
(http://www.ma.utexas.edu/users/mks/statund/careers.html)
Maine Standards for Initial Teacher Certification and Rationale
Rationale: This lesson addresses the Maine Standards for Initial Teacher Certificate by letting students explore and practice the concepts of probability with out any repercussions. The students complete a guided practice worksheet, that will include all types of problems that have been covered throughout the unit. Students will also be working together in pairs to collaborate with on the research they do in class. By allowing the students to be in pairs will let them learn from each other and help them develop their skills in probability by explaining their research to one another on probability and carreers.
Rationale: This lesson addresses the Maine Standards for Initial Teacher Certificate by continuing to build on and reinforcing the material already covered in the unit. This will be done by planning a guided practice worksheet for the students that will test them on all the different types of problems discussed throughout this unit. Students will be applying the vocabulary they have been learning about, as well as applying formulas to real world problems in all different topics. Students will be able to apply what they know, and analyze how the topics of probability are incorporated into certain carreers. This will show the students a greater application of what they have been learning about.
Rationale: This lesson addresses the Maine Standards for Initial Teacher Certificate by letting students explore probability on their own and with a partner. Students will also be using laptops and the internet to do research on careers involving probability. This will make a direct connection for the students by researching possible jobs that use the topics incorporated into this unit. Students will be practicing their calculation skills, then use their research skills and find carreers and analyze how probability is applied to those careers.
Rationale: This lesson addresses the Maine Standards for Initial Teacher Certificate by using both a formative and summative assessment to evaluate the students and their progress through learning the curriculum. The formative assessment is a guided practice worksheet that will allow students practice calculating probability and expected value regarding many different problems and applications of the material. The summative assessment in this lesson is a way for students to gather research and put it in a presentable form as a blog entry. This will let the students find real life applications of probability in the work force as a career.
Teaching and Learning Sequence:
Agenda
Introduction
- What will we learn today?
- Questions from last class.
- Probability and the Workforce
Lecture- Review of Probability
- Review of Expected Value
- YOUR Turn
Research- Find a partner
- Research
- Collaborate
ConclusionOnce all of the students have gotten to their seats the teacher will then begin the class. The teacher will first ask if there were any questions from the previous lesson, mainly about the problem/graph project that was assigned. The teacher will then talk about what todays lesson is all about. The teacher should tell the students about how there are professions that use probability, and today you (the students) will explore this on your own and write a blog entry about it. Then the students will view a website for probability job’s (hook) to get an idea for what to expect. Before the research begins it is important to recap and review the material that has been covered so far in the unit. Where, What, Why, Hook. Tailor: Auditory, Verbal/Linguistic, Mathematical/Logical, Interpersonal